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Articles 1 - 9 of 9
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Transforming Educators: A Framework For Developing Accomplices For Racial Justice In Prek-12 Schools, Linsay Demartino
Transforming Educators: A Framework For Developing Accomplices For Racial Justice In Prek-12 Schools, Linsay Demartino
Mid-Western Educational Researcher
This article aims to disrupt the manifestations of whiteness in educational spaces. With an understanding that white supremacy is endemic in our society, this article is framed by the manifestations of whiteness in the form of white privilege, emotionality, and shame present within our schools and argues for the adoption of authentic and critical caring, love, and hope in our educational institutions. Most importantly, this article addresses the importance of rejecting the manifestations of whiteness in favor of equity, justice, and antiracism amid resistance in schools and concludes with practical recommendations to better prepare educators for their adoption of equity …
Examining The Influence Of Covid-19 On Elementary Mathematics Standardized Test Scores In A Rural Ohio School District, Dara Bright, Yiyun "Kate" Fan, Chris Fornaro, Kristin L. K. Koskey, Toni A. May, Jonathan D. Bostic, Dolores Swineford
Examining The Influence Of Covid-19 On Elementary Mathematics Standardized Test Scores In A Rural Ohio School District, Dara Bright, Yiyun "Kate" Fan, Chris Fornaro, Kristin L. K. Koskey, Toni A. May, Jonathan D. Bostic, Dolores Swineford
Mid-Western Educational Researcher
In the United States, national and state standardized assessments have become a metric for measuring student learning and high-quality learning environments. As the COVID-19 pandemic offered a multitude of learning modalities (e.g., hybrid, socially distanced face-to-face instruction, virtual environment), it becomes critical to examine how this learning disruption influenced elementary mathematic performance. This study tested for differences in mathematics performance on fourth grade standardized tests before and during COVID-19 in a case study of a rural Ohio school district using the Measure of Academic Progress (MAP) mathematics test. A two-way ANOVA showed that fourth- grade MAP mathematics scores were statistically …
A Comparison Of Paper-Based And Computer-Based Formats For Assessing Student Achievement, Meghan B. Scrimgeour, Haigen H. Huang
A Comparison Of Paper-Based And Computer-Based Formats For Assessing Student Achievement, Meghan B. Scrimgeour, Haigen H. Huang
Mid-Western Educational Researcher
Given the growing trend toward using technology to assess student learning, this investigation examined test mode comparability of student achievement scores obtained from paper-pencil and computerized assessments of statewide End-of-Course and End- of-Grade examinations in the subject areas of high school biology and eighth-grade English Language Arts and math. Propensity score matching was used to generate comparable groups of students who were assessed using paper-pencil or computer-based formats. T-tests and generalized linear models were further used to examine test mode effect. Analyses revealed a small test mode effect for all three subjects such that students using the paper-based format achieved …
Perceptions Of Teacher Preparation For Classroom Diversity, Aubrey M. Madler, Sarah K. Anderson, Steven D. Lemire, Kayla Smith
Perceptions Of Teacher Preparation For Classroom Diversity, Aubrey M. Madler, Sarah K. Anderson, Steven D. Lemire, Kayla Smith
Mid-Western Educational Researcher
Preparing P-12 educators to effectively teach and support diverse learners is increasingly critical. Cultural competence training and experiences in teaching diverse learners are essential components of teacher preparation, yet often new educators report feeling under prepared, and the characteristics of today’s P-12 students continues to vary greatly compared to teacher demographics. This secondary data analysis explored new teachers' perceptions regarding their preparation for teaching diverse learners. The dataset was derived from survey responses from teacher program graduates, those same graduates after one year of teaching, and their supervisors who responded to standards- based, four-point Likert surveys. Descriptive and inferential statistics …
Be Loud Behind Me, Show Me That You Care: Conducting Campus Climate Focus Groups With Undergraduates At A Predominantly White Institution, Nicole R. Rivera, Jennifer K. Shah
Be Loud Behind Me, Show Me That You Care: Conducting Campus Climate Focus Groups With Undergraduates At A Predominantly White Institution, Nicole R. Rivera, Jennifer K. Shah
Mid-Western Educational Researcher
For students with marginalized social identities, it can be challenging to navigate undergraduate experiences at predominantly white institutions (PWIs). To better understand lived experiences, ten focus groups were completed with students that represented various marginalized social identities and roles on campus. Bronfenbrenner’s ecological systems theory was used to guide the analysis of ways that individuals navigate interactions within the microsystem that either create a greater sense of belonging for the student or do just the opposite. Findings indicated that student identities shape their entry into this system, the ways that they navigate spaces to survive the system, the complexity of …
Navigating An Undergraduate Teacher Licensure Program As A Non-Traditional Student, Natalie R. Andzik, Gregory Conderman, David A. Walker, Kristen Koehler
Navigating An Undergraduate Teacher Licensure Program As A Non-Traditional Student, Natalie R. Andzik, Gregory Conderman, David A. Walker, Kristen Koehler
Mid-Western Educational Researcher
Nearly eight million “non-traditional” students face adversity beyond financial instability, childcare, or full or part-time work when seeking teacher licensure. They must manage logging clinical hours in schools far from home, feel isolated in cohorts of 18– 20-year-olds, and sometimes lack support and flexibility from their professors and advisors. We surveyed non-traditional, undergraduate, teacher licensure candidates at a large midwestern university to better understand current attending students' demographics and determine if any relationship(s) existed between variables related to logistical decisions, supports received, or barriers faced/encountered. We summarized findings from 53 participants and offered suggestions to university administrators, professors, and staff …
The Longitudinal Impact Of Covid-19 On Teacher Well-Being, Diana Janet Zaleski
The Longitudinal Impact Of Covid-19 On Teacher Well-Being, Diana Janet Zaleski
Mid-Western Educational Researcher
The purpose of this study was to examine the longitudinal impact of the COVID-19 pandemic on public-school teachers’ mental well-being. The present study surveyed a total of 4,926 public school teachers from across Illinois in the fall of 2019, 2020, and 2021. The survey measured teachers’ mental well-being using the Warwick-Edinburg Mental Well-Being Scale. The results found that on average, the mental well-being of public-school teachers significantly declined between the fall of 2019 and the fall of 2021. The present study discusses the implications of these findings on school-based mental and behavioral health interventions for teachers.
The Implementation Of Personalized Learning In A Rural School District: A Case Study, Kathy House, Steve Miracle, W. Kyle Ingle
The Implementation Of Personalized Learning In A Rural School District: A Case Study, Kathy House, Steve Miracle, W. Kyle Ingle
Mid-Western Educational Researcher
In this qualitative case study, we explored student and teachers’ experiences with the implementation of personalized learning in a rural Kentucky school district. Students revealed differences among teachers implementing personalized learning. Student engagement depended on their teachers’ willingness to adapt their instruction and learning environments for personalized learning. Teachers noted the need to release some of the control they have traditionally had and turn those responsibilities, to a degree, over to students. We also identified a need for teachers to have more training and support while transitioning to personalized learning; not only challenging them to change their mindset, but also …
Achievement Goal Orientation As A Predictor Of High-Impact Practice Participation For Postsecondary Students, Angie L. Miller
Achievement Goal Orientation As A Predictor Of High-Impact Practice Participation For Postsecondary Students, Angie L. Miller
Mid-Western Educational Researcher
Achievement goal orientation has been studied within education for decades, and previous research has linked the construct to student achievement and engagement. This study uses the 2x2 achievement goal orientation as a framework for exploring high-impact practice (HIP) participation for approximately 8,000 college students across 15 different institutions participating in the National Survey of Student Engagement (NSSE). Through a series of binary logistic regression analyses, results suggest students who employ a mastery-approach orientation are more likely to partake in a variety of beneficial HIPs, such as learning communities, research with faculty, service learning, study abroad, culminating experience, and formal leadership …